How do Saudi EFL teachers and learners utilize their use of smartphones for the betterment of English language acquisition at home in contrast to at school?
IMPORTANCE OF SMARTPHONE APPLICATIONS FOR ENGLISH LANGUAGE ACQUISITION IN SAUDI EFL CLASSROOMS
Over the years, incorporating a trend that suggests the use of technology in classrooms can help enhance language acquisition in school has been adopted. The English language is not spoken in every nation dominantly. For instance, in most Asian countries, the main language used is not English. For example, in the case of Saudi Arabia, the main form of communication is Arabic. In English for Foreign Language (EFL hereinafter) classrooms in this country, current studies have shown that mobile applications can aid in understanding and interpreting words written or spoken in other languages. One example of those mobile apps are English dictionary apps which became a powerful tool that can contribute significantly to the improvement of communication skills among English language learners (Yurko et. al. 2020). This information is not surprising since most young people constantly handle mobile gadgets. With the advancement in technology and growth on the internet, it is easy to see why most find smartphones useful while trying to learn. For example, studies concerning Mobile Assisted Language Learning (MALL hereinafter) revealed that in the students’ experience, mobile-learning flashcards were very effective, convenient, and enjoyable (Davie and Hilber, 2015). Through a survey, the research will aim to establish the perception and readiness of language instructors and learners to incorporate MALL applications into EFL classrooms.
To complete the research, a meta-analysis will be used to analyze and synthesize the findings of the currently available literature (experience of other countries). Then the researcher will measure the perception and readiness of language instructors and language learners in terms of integrating these applications in Saudi EFL classrooms with the use of a survey. Thirty individuals will be selected as participants, ten instructors and twenty learners in this case. The research is expected to illustrate that students develop and practise language skills through mobile apps to some extent. The vocabulary practise questions often received the most significant agreement level, while those about speaking skills had the lowest agreement level (Metruk, 2020, p. 540). Heightening the students’ mindfulness of the capability to develop every language system and skill via mobile applications can increase their interest in studying English using smartphone apps.
More research needs to focus on speaking skills development since many studies do not outline the level of engagement and interest in EFL smartphone app use. The survey will serve as a tool to assess the perception and readiness of both instructors and learners regarding incorporating smartphone applications into EFL classrooms. Additionally, the respondents in the survey will be evaluated on how they utilize their mobile phones mostly at home in contrast to at school (Huang, 2021, p. 23), which can reveal any current trends in app uses that can be utilized within EFL classrooms. While they think that practising the English language via apps is motivational, enjoyable, assists them in getting solutions, and makes them more autonomous, they are neutral on whether it is a better learning technique overall (Metruk, 2021). Even though this might improve in future, smartphone apps used in studying the English language still do not have a prominent place in the learning process in Saudi Arabia. Evaluation of qualitative data will entail the influence of instructors’ responsibility towards encouraging and increasing awareness of smartphone applications and showing their learners to utilize apps in and out of class effectively. As both these apps and language instructors hold the key to developing future generations (Alzubi, 2019, p. 95).
In conclusion, the research will analyze / examine the extent to which smartphone applications can aid English language learning and how instructors and learners in EFL classrooms in Saudi Arabia perceive the use of such applications. This correlation might be of great significance in places whereby English is not the most dominant language.
Research Questions:
- How do Saudi EFL teachers and learners utilize their use of smartphones for the betterment of English language acquisition at home in contrast to at school?
- What are the perceptions of Saudi EFL teachers and learners in regard to the implementation of smartphone applications in EFL classrooms?
- How prepared are Saudi EFL teachers and learners in regard to the implementation of smartphone applications in EFL classrooms?
References
Alzubi, A. (2019). Teachers’ perceptions of using smartphones in English as a foreign language context. Research in Social Sciences and Technology, 4(1), pp. 92-104. https://www.learntechlib.org/p/209835/
Huang, H.W. (2021). Effects of smartphone-based collaborative vlog projects on EFL learners’ speaking performance and learning engagement. Australasian Journal of Educational Technology, 37(6), pp. 18-40. https://doi.org/10.14742/ajet.6623
Metruk, R. (2020). EFL learners’ perspectives on the use of smartphones in Higher Education settings in Slovakia. Electronic Journal of e-Learning, 18(6), pp. 537-549. https://doi.org/10.34190/JEL.18.6.006
Yurko, N. & Styfanyshyn, I. & Protsenko, U. & Romanchuk, Olha. (2020). ENGLISH DICTIONARY APPS: THE FEATURES AND BENEFITS. ΛΌГOΣ МИСТЕЦТВО НАУКОВОЇ ДУМКИ. 10.36074/2663-4139.09.06.
Davie, N. Hilber, T. 2015. MOBILE-ASSISTED LANGUAGE LEARNING: STUDENT ATTITUDES TO USING SMARTPHONES TO LEARN ENGLISH VOCABULARY. Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning. March 14-16, 2015. International Association for Development of the Information Society.
Metruk, R. 2021. The Use of Smartphone English Language Learning Apps in the Process of Learning English: Slovak EFL Students’ Perspectives. Sustainability. 13(15):8205. https://doi.org/10.3390/su13158205
